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EXPERIENCE OF THE PAST, FORMATION OF THE FUTURE: A DYNAMIC HISTORY OF STUDENT-CENTERED EDUCATION
Abstract
This article explores the historical evolution of student-centered learning, focusing on its relevance and implications for self-directed learning in higher education. The goal of the article is to trace the development of student-centered pedagogy examining its theoretical foundations and chronological development. Methodologically, a comprehensive scientific literary review was conducted, including theoretical foundations and empirical research, and an analysis was conducted. Analysis of the problem identifies an urgent need for a paradigm shift from traditional teacher-centered approaches to a student-centered learning environment. The results of the research shed light on these key role environments in the students’ independence development. The practical significance is to offer a student-centered learning environment as a tool for teachers and higher education institutions, which form the student’s independent activity characteristics. This research contributes to the current discourse on pedagogical approaches providing insight into the transformative student-centred education potential in the higher education context. The results of the research is to offer practical advices for teachers, higher education and government institution officials who seek to improve the education quality encouraging independent learning among students. The article contributes to a broader understanding of the historical context and educative philosophy underlying student-centered approaches in higher education
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References5
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